Transcript Module 19

Module 19
Recalling Long-term Memory
Chapter 6, Pages 229-238
Essentials of Understanding Psychology- Sixth Edition
PSY110 Psychology
© Richard Goldman
October 23, 2006
Recalling




Difficult because of the vast amount of
information stored in our brains
Retrieval Cues - Words or images that
guide us through long term memory
Recall - retrieving information (fill in the
blank)
Recognition - select from items presented
(multiple choice)
Levels of Processing


The more material is analyzed, considered, or
processed in any way – the better it will be
remembered.
Which generates better, long-lasting memory?


Rote memorization of a list of key terms
Discussing the key terms in a study group
Flashbulb Memories

Vivid memories focused on a significant
event in your life.
Constructive Processes in Memory




Recollection is imperfect
Our minds fill in the missing information
Our personal biases and expectations affect
how we fill in the missing information.
Schemas:

Organized bodies of information stored in memory
that bias the way new information is:



Interpreted
Stored
Recalled
Memories in the Courtroom


Eyewitnesses are prone to very high error
because of fear, influences from personal
schema, expectations (how questions are
worded), etc.
Children’s recollections are especially
susceptible to the influence or perceived
expectations.
Repressed Memories:
Truth or Fiction?



“Repressed Memories” are often (always?)
“False Memories” (fabricated).
Psychologists have been accused (and
convicted) of inadvertently prompting and
encouraging the creation of “Repressed
Memories.”
Repressed Memories - supported by Freud no scientific support
Autobiographical Memory




Recalling our own past is subject to the same
constructive processes and biases as other
types of recall.
We tend to recall our past in ways that are
consistent with our current beliefs and
desires.
Major events are remembered best –
unpleasant events are remembered least.
Accuracy of recall decreases with time.